Profile: Drew Gitomer

Rose and Nicholas DeMarzo Chair in Education

As a member of the Department of Learning and Teaching, my research centers on the assessment and evaluation of teaching and related policy issues in teaching and teacher education. My current work focuses on a range of constructs that are related to teaching quality, including the quality of classroom interactions, teacher knowledge, teacher beliefs, and student achievement. My colleagues and I are carrying out validity studies of a variety of measures, including classroom observation protocols, classroom assignment protocols, and new measures of teacher knowledge. Through this work, my colleagues and I always strive to make progress on understanding the contextual factors that influence the quality of teaching that is observed. 

Professional Affiliations:

American Educational Research Association (AERA)

National Council on Measurement in Education (NCME)

European Association for Research on Learning and Instruction (EARLI)

American Association of Colleges for Teacher Education (AACTE)

Society for Research on Educational Effectiveness (SREE)

Center for Culturally Responsive Evaluation and Assessment (CREA)

Mid-Atlantic Regional Educational Laboratory (REL)

Recent Grants

Principal Investigator - Classroom Artifacts as Indicators of Quality in STEM Education, National Science Foundation - Discovery Research K-12 (2015 - 2017), $300,000

Principal Investigator - Assessing, Validating, and Developing Content Knowledge for Teaching Energy, National Science Foundation - Discovery Research K–12 (2012–2017), $1,644,000

Co-Principal Investigator (Gil Noam, Harvard University, Principal Investigator) – National Science Foundation – Emerging Research – Empirical – Development of an Observation Tool for the Informal Science Field: Refinement, Field-testing, and Establishment of Psychometric Properties (2010–2012), $353K

Principal Investigator – Measures of Effective Teaching: Teacher Knowledge, Bill & Melinda Gates Foundation (2009–2012), $2.29MM

Principal Investigator – Toward An Understanding of Classroom Context: A Validation Study, W. T. Grant and Spencer Foundations (2008–2011), $635K

Principal Investigator – Understanding Teaching Quality, Bill & Melinda Gates Foundation (2008–2012), $7.35MM

View Dr. Gitomer's Faculty Profile Interview Video

  • Departments

    Department of Learning & Teaching

  • Associated Programs

    Director, Ph.D. in Education Program

    Ph.D. Concentration in Learning, Cognition, Instruction, & Development

    Ph.D. Specialization in Learning Sciences

    Ph.D. Concentration in Theory, Organization & Policy


  • Courses Taught

    Evaluating Teaching

    Validity and Assessment

    Educational Research Methodology

    Cognition and Instruction

  • Education

    B.A. Franklin & Marshall College
    Ph.D. Cognitive Psychology, Learning Research and Development Center, University of Pittsburgh

  • Publications

    Recent Publications

    Gitomer, D. H. (2017). Promises and pitfalls for teacher evaluation. In R. P. Ferretti & J. Hiebert (Eds.), Teachers, teaching, and reform perspectives on efforts to improve educational outcomes. London, UK: Routledge.

    Joyce, J., Gitomer, D. H., & Iaconangelo, C. (2017). Classroom assessments as measures of teaching quality. Learning and Instruction.

    Crouse, K., Gitomer, D. H., & Joyce, J. (2016). An analysis of the meaning and use of student learning objectives.  In K. Kappler Hewitt & A. Amrein-Beardsley  (Eds.), Student growth measures in policy and practice: Intended and unintended consequences of high-stakes teacher evaluations (pp. 203–222). New York, NY: Palgrave Macmillan. doi: 10.1057/978-1-137-53901-4

    Gitomer, D. H., & Bell, C. A. (Eds.). (2016). Handbook of research on teaching (5th ed.).  Washington, DC: American Educational Research Association.

    Gitomer, D. H., & Zisk, R. C. (2015). Knowing what teachers know. Review of Research in Education, 39(1), 1–53. doi: 10.3102/0091732X14557001

    Gitomer, D. H., Bell, C. A., Qi, Y., McCaffrey, D. F., Hamre, B. K., & Pianta, R. C. (2014). The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record, 116(6). Retrieved from http://www.tcrecord.org/Content.asp?ContentId=17460

    Casabianca, J. M., McCaffrey, D. F., Gitomer, D. H., Bell, C. A., & Hamre, B. K. (2013). Effect of observation mode on measures of secondary mathematics teaching. Educational and Psychological Measurement, 73(5), 757–783. doi: 10.1177/0013164413486987

    Gitomer, D. H., & Bell, C. A. (2013). Evaluating teaching and teachers. In K. F. Geisinger (Ed.), APA handbook of testing and assessment in psychology (Vol. 3, pp. 415–444). Washington, DC: American Psychological Association.

    Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2–3), 62–87. doi: 10.1080/10627197.2012.715014

  • Research Initiatives

    Current research efforts are focused on the design and validation of measures of teaching quality, including classroom observation, classroom assignments and content knowledge for teaching. We are currently studying content knowledge for teaching in the area of physics. I am also conducting studies examining the design and outcomes of emerging teacher evaluation systems.

  • Expertise

    Teacher Evaluation

    Teacher Quality


    Educational Policy